A 


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d'  ^ 


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y 


Cbe  Department  of  Domestic  Economy^ 


Ohio  State  University 

Tts  Aims  and  the  Opportunities  it  affords 

✓ 

Columbus,  i$99. 


/x 


Pcrla  6.  Bowman, 

Associate  Prof,  of  Domestic  Science, 
in  Charge  of  the  Department 

Cornelia  P.  Souther, 

Assistant  Prof,  of  Domestic  Art 


The  Education  of  Women 


A  New  Idea 


The  Old  Idea 


Ohio  State  University  established  in  1896  a  chair 
of  Domestic  Economy  and  a  full  four  years’  course 
leading  to  the  degree  of  Bachelor  of  Science  in  Do¬ 
mestic  Economy.  This  step  was  taken  after  a  care¬ 
ful  consideration  of  the  needs  of  young  women; 
and  in  the  belief  that  something  more  than  the  usu¬ 
al  scientific  and  literary  courses  is  required,  if 
women  are  to  leave  the  University  rounded  and 
symmetrical  in  character,  strong  in  body  and  well 
fitted  for  their  special  work  in  the  world. 

It  has  been  said  by  a  scholarly  man  that  it  is 
possible  for  a  young  woman  to  enter  a  University, 
stand  high  in  her  classes,  be  without  criticism  as 
to  her  morals,  and  yet  to  live  so  isolated  and  so  en¬ 
tirely  within  the  realm  of  books  as  to  come  out 
with  no  practical  knowledge  of  life  and  its  duties 
and  with  few  or  none  of  the  social  amenities  or 
graces. 

The  great  value  of  co-education  has  been  settled 
for  years.  But  college  curricula  were  originally 
and  fundamentally  planned  for  men,  and  when 
women  have  chosen  to  enter  university  walls  it  has 
been  to  select  from  what  was  already  provided. 
The  result  has  been  trained  and  broadened  intel¬ 
lects,  but  intellects  trained  almost  entirely  from  a 
man’s  point  of  view.  The  woman  graduate  finds 
herself  possessed  of  general  culture,  with  a  pos¬ 
sible  foundation  for  the  professional  world;  but 
with  no  special  preparation  for  the  position  in 
which  she  most  often  places  herself. 


2 


These  and  other  conditions  have  led  the  authori¬ 
ties  of  Ohio  State  University  to  combine  with 
courses  already  offered  young  women,  something  ol 
the  highest  forms  of  home  training  and  home  at¬ 
mosphere;  hoping  to  bring  before  students  in  a 
practical  and  at  the  same  time  in  a  scientific  way, 
matters  which  bear  intimately  upon  family  and 
communal  life. 

The  history  of  primitive  woman  is  of  an  existence  The  woman  of 
menial  in  the  extreme.  As  the  home  developed,  History 
her  identity  became  more  and  more  closely  inter¬ 
woven  with  it;  but  through  all  the  years  there  were 
hardships,  overburdens  and  discouragements. 

Gradually  arose  the  feeling  with  many  women  that 
man’s  lot  was  the  only  desirable  one.  The  senti¬ 
ment  has  had  a  powerful  effect.  Development 
made  change  possible,  and  the  reaction  swung  the 
pendulum  toward  the  extreme;  the  result  being  a 
tendency  away  from  home  life. 

Women  have  studied  literature,  art,  science,  his-  Woman  of 
tory,  mathematics,  with  zest;  almost  unconscious  To=day 
of  the  momentous  life  questions  awaiting  clear 
minds  and  warm  hearts.  The  past  ten  years  have 
seen  the  pendulum  again  seeking  equlibrium. 

Women’s  Clubs  are  discussing  very  different  mat¬ 
ters  than  they  would  have  considered  a  few  years 
ago.  It  is  not  unusual  to  find  a  winter’s  program 
made  up  of  topics  bearing  upon  household  man¬ 
agement  or  matters  pertaining  to  the  health  of 
the  inmates.  The  lower  grades  in  our  public 
schools  are  training  the  children  to  better  ideas  of 
living.  Some  high  schools  and  seminaries  have  in 
stroduced  cooking  and  dressmaking.  It  remains 
for  the  University  and  the  woman’s  college,  by 
bringing  to  this  work  deft  fingers,  trained  scien¬ 
tific  minds  and  a  definite  purpose,  to  change  the  sen¬ 
timent  concerning  the  privileges  and  duties  of 
American  women  in  American  homes. 


3 


The  Aim  of 
Education 


In  establishing  the  course  in  Domestic  Economy 
Ohio  State  University  has  an  exceedingly  broad 
aim.  There  is  no  effort  to  organize  a  “cooking 
school”  as  such,  nor  to  teach  dressmaking  and 
millinery  as  trades.  Such  work,  isolated,  certainly 
has  no  place  in  the  University.  But  if  the  science 
and  art  of  homemaking  is  co-ordinated  with  other 
work  of  the  university  grade,  then  it  may  be  safely 
and  wisely  considered. 

If  it  means  anything,  education  means  an  all¬ 
round  development;  the  perfection  of  body,  mind 
and  soul.  The  proper  care  of  humanity  is  be¬ 
neath  the  notice  of  no  one.  A  strong  and  attractive 
body  and  a.  charming  personality  are  among  the 
greatest  of  gifts,  and  can  be  retained  only  by  a 
knowledge  of  the  laws  of  health  and  obedience  to 
them.  How  largely  the  possibilities  of  mind  and 
soul  depend  upon  physical  conditions,  is  not  yet 
clearly  recognized;  but  if  Domestic  Economy  can 
train  young  women  to  more  healthful,  more  eco¬ 
nomic,  broader  and  more  appreciative  living,  it 
certainly  has  its  place,  and  a  high  place,  among 
the  sciences  of  this  day. 

Cookery  is  scarcely  to  be  considered  seriously 
until  there  is  some  knowledge  of  botany,  chemistry 
and  physiology;  and  the  more  intimate  the  cook’s 
acquaintance  with  science,  the  more  elevated  and 
the  better  her  art.  The  interest  grows  when  the 
study  of  a  plant  has  taught  that  in  it  are  certain 
food-principles  in  definite  proportions,  which  may 
make  brain  and  muscle,  give  so  many  foot-tons  of 
energy,  or  build  so  much  bone— if  conditions  are 
favorable.  The  ingredients  may  not  be  in  a  condi¬ 
tion  to  be  taken  into  the  body  with  either  profit  or 
safety.  Physiology  has  taught  that  certain  foods 
must  have  certain  preparation  to  become  palata¬ 
ble  and  digestible.  Chemistry  has  shown  the  reac¬ 
tion  of  the  body  fluids;  and  the  college  girl  already 

4 


knows  how  food  is  broken  down,  changed  and 
assimilated  in  the  body.  Is  it  not  fitting  that 
American  women  should  be  prepared  to  make  the 
best  use  of  the  great  wealth  of  material  at  hand, 
that  they  should  be  trained  to  the  scientific  selec¬ 
tion  and  preparation  of  what  has  been  so  lavishly 
placed  at  their  disposal,  and  that  they  should 
know  how  to  guard  the  health  and  thereby  the 
morals  of  our  people? 

The  health  of  a  people  means  the  consideration 
of  many  economic  problems.  It  means  proper 
housing  and  proper  clothing.  Sanitation  and  hy¬ 
giene  bear  directly  upon  it,  as  do  nursing  in  ill¬ 
ness  and  first  aids  to  the  injured.  “Food  Econom¬ 
ics’’  means  selection  and  preparation  of  foods  with 
a  view  to  supplying  demand  with  the  least  possible 
expenditure;  it  means  the  adaptability  of  food  to 
age,  occupation,  bodily  condition  and  climate;  it 
means,  therefore,  a  knowledge  of  the  comparative 
nutritive  and  money-values  of  foods,  of  their  pres¬ 
ervation  and  adulteration,  of  their  constituent 
parts  and  their  digestibility,  and  furthermore  of 
their  effect  in  disease.  When  food  is  thus  intelli¬ 
gently  prepared  it  means  dainty  serving,  charming 
hospitality,  and  gracious  acceptance. 

It  is  not  possible  to  isolate  this  work  from  regu¬ 
lar  studies.  To  be  successful  it  must  go  hand  in 
hand  with  the  sciences,  languages  and  arts.  What 
could  be  more  reasonable  than  that  the  study  of  art 
should  lead  one  not  only  to  the  appreciation  of 
master  paintings,  sculpture,  carving,  architecture; 
but  also  to  the  masterful  creation  of  beautiful 
homes,  gowns  and  other  material  surroundings. 
As  has  been  said,  there  is  no  effort  on  the  part  of 
Domestic  Economy  to  teach  trades;  but  a  young 
woman  who  completes  a  four  years’  course  ought 
to  be  well  able  to  make  a  livelihood  in  any  one  of 
several  directions.  Art  may  open  many  avenues 


An 

Economic 

Factor 


o 


Domestic  Econ= 
omy  in  the 
Home 


of  design;  French,  German,  chemistry,  history, 
physiology  must  needs  mean  more  as  she  realizes 
that  they  each  and  all  lead  to  a  higher  and  more 
absolute  knowledge  of  the  requirements  of  living; 
and  that  Domestic  Science  makes  possible  the  prac¬ 
tical  verification  and  application  of  many  truths 
gleaned  from  these  sources. 

It  has  been  said  that  one  of  the  difficulties  of  the 
present  college  education  is  the  helpless  attitude 
in  which  graduates  face  the  world.  They  may 
have  been  excellent  students  under  the  inspiration 
of  some  fine  intellect,  but  without  this  guiding  in¬ 
fluence  they  are  uncertain  and  insecure.  There 
has  been  a  failure  to  make  the  student  original 
and  independent,  to  mark  clearly  the  bearing  of 
study  upon  living.  There  can  be  no  education  too 
broad  or  too  comprehensive  for  the  preparation  of 
home  life:  yet  the  connecting  link  between  the 
school  and  the  family  seems  to  have  been  lost— or 
better,  perhaps,  is  just  being  forged.  It  is  this 
link  that  Domestic  Economy  seeks  to  put  in  place. 
It  is  believed  that  such  a  training  for  young  wo¬ 
men  will  not  only  make  all  life  fuller  and  more 
useful,  but  will  help  to  bridge  the  time  between 
college  and  the  serious  assumption  of  responsibil¬ 
ity.  The  return  of  a  young  woman  from  college 
ought  not  to  be  as  is  now  so  often  the  case,  the 
entrance  into  a  strange  realm;  but  the  new  en¬ 
vironment  ought  to  appeal  to  her  at  once,  urging 
her  to  activity  because  she  is  already  interested 
not  alone  in  political  economy,  but  in  domestic 
science— not  alone  in  the  history  of  the  past,  but 
in  making  the  home  history  of  the  present  and 
future.  In  these  new  surroundings  she  will  find 
problems  as  difficult  of  solution,  and  questions  as 
vital,  as  any  which  have  before  this  claimed  her 
attention.  It  is  a  psychological  fact  that  we  be¬ 
come  interested  in  and  learn  to  love  that  which  we 

6 


know  most  about:  yet  many  young  women  of  our 
generation  are  permitted,  even  expected,  to  know 
more  of  almost  everything  than  of  home  and  its 
duties  and  privileges.  This  may  be  so  because 
many  are  sent  away  to  school  when  very  young; 
but  those  at  home,  in  the  stress  of  school  life,  with 

i 

music  or  art  to  occupy  every  moment  not  actually 
required  for  recreation,  have  little  energy  or  oppor¬ 
tunity  for  home  duties.  To  daughters  of  the  wealthy 
such  duties  are  often  almost  mythical;  while  to  the 
poor  these  duties  are  so  real  as  to  be  a  terrible 
burden.  In  neither  position  is  the  young  woman 
able  to  realize  their  true  import.  The  small  knowl¬ 
edge  of  the  one  is  all  theoretical,  of  the  other  all 
practical,  and  both  breed  dislike  of  home  work— 
with  the  first  because  she  has  no  conception  of  its 
importance  or  meaning,  with  the  second  because 
she  has  been  wrongly  worked  and  overworked. 

It  is  often  said  that  the  young  woman  in  the  mid¬ 
dle  walks  of  life  has  the  best  opportunity;  and 
certainly  the  history  of  women  seems  to  prove  this. 
Our  brightest,  most  capable,  most  brainy  and  most 
hearty  women  are  those  who  are  educated  both  in 
books  and  in  practical  things;  who  have  intellect 
to  perceive  what  is  good,  and  the  technical  skill  to 
secure  it.  Domestic  Economy  claims  more  than  that 
it  can  make  deft  fingers.  It  aims  to  cultivate  mem¬ 
ory  by  awakening  interest;  to  build  up  scientific 
minds,  minds  which  will  reason  and  plan;  to  de- 
velope  artistic  instincts  which  will  appreciate, 
beautify  and  elevate;  to  care  for  and  train  the  body 
that  it  may  respond  to  the  will;  to  awaken  a  feeling 
for  humanity  which  shall  be  far-reaching  and  en¬ 
nobling.  It  may  not  accomplish  all  this  at  once; 
but  questions  have  been  raised  which  must  be  an¬ 
swered,  a  dissatisfaction  is  apparent  which  must 
be  met,  and  out  of  these  attempts  some  good  shall 
come.  When  these  first  efforts  have  had  time  to 


Domestic  Econ= 
omy  not  purely 
Techincal 


7 


A  5ocio  = 
logical  Factor. 


bring  forth  results  it  is  hoped  that  it  may  mean 
much  for  the  broadening  of  women’s  lives  in  the 
home;  that  it  may  prove  an  inspiration  to  earnest 
and  higher  study  outside  of  colleges — not  for  the 
sake  of  degrees  or  that  one  may  boast  of  her  text¬ 
book  lore,  but  that  she  may  understand  life  bet¬ 
ter,  by  so  doing  appreciate  the  living  more  thor¬ 
oughly,  and  be  better  able  to  bring  beauty,  health 
and  happiness  to  those  about  her. 

One  of  the  social  problems  of  the  times  is  the  fact 
that  wages  are  meager  and  positions  scarce  be¬ 
cause  of  the  competition  of  young  women  with 
young  men  in  the  ordinary  business  avenues.  For 
this  the  education  of  our  girls  is  largely  to  blame. 
The  training  of  our  schools  and  the  sentiment  of 
our  people  are  unconsciously  averse  to  the  prepara¬ 
tion  of  young  women  for  home  life.  Our  disease, 
Americanitus  as  it  has  been  aptly  called,  has  en¬ 
tered  every  department  of  existence;  there  is  terri¬ 
ble  unrest  and  dissatisfaction  everywhere.  The 
college  graduate  may  not  take  her  broadened  in¬ 
tellect  and  rare  knowledge  to  a  home  without  feel¬ 
ing  that  she  is  wasting  her  time.  She  is  unhappy 
until  she  can  give  back  to  the  world  exactly  as 
she  has  gained,  what  she  has  conned  from  books. 
It  is  but  a  short  time  till  we  find  her  teaching. 
The  high  school  graduate  has  possibly  much  to 
keep  her  at  home;  but  she  is  unaccustomed  to  it  all, 
it  is  irksome,  and  according  to  her  training  rather 
ignoble;  so  she  too  drifts  into  teaching  or  into  the 
business  college,  ultimately  to  make  a  success  or 
a  failure,  as  the  case  may  be,  but  nevertheless 
crowding  by  one  more  the  ranks  of  wage-earners, 
living  always  at  high  tension,  and  in  the  weariness 
of  a  few  business  years  knowing  almost  nothing 
of  the  charm  of  home  life.  If  either  young  woman 
marry,  her  training  is  thoroughly  inadequate;  but 
with  the  boarding  house  at  hand  it  little  matters 

8 


for  a  time.  When  it  becomes  necessary  to  establish 
some  sort  of  abode  which  may  serve  the  purpose 
of  a  home,  with  consummate  confidence  she  at¬ 
tempts  to  master  in  a  few  weeks  what  should  have 
been  the  gradual  and  delightful  acquisition  of 
years.  Too  often  the  experience  leaves  an  impres¬ 
sion  upon  the  whole  tenor  of  the  home  which  all 
concerned  would  gladly  obliterate. 

There  are  many  young  women  who  must  go  into 
the  world  of  business,  and  who  go  bravely  and  suc¬ 
cessfully;  but  there  are  infinite  numbers  who  en¬ 
ter  stores,  shops,  factories,  offices  and  school  rooms 
not  because  it  is  necessary,  or  because  they  are 
fitted  or  suited  for  the  work,  but  because  all  their 
friends  are  doing  something  and  they  must  do  like¬ 
wise.  They  know  nothing  of  home  life  and  conse¬ 
quently  have  no  desire  to  learn.  Until  some  agency 
outside  of  the  home  takes  the  matter  into  consid¬ 
eration  and  treats  it  not  as  a  weak  sentiment,  but 
as  a  condition  worthy  of  scientific  economic  study, 
there  is  little  chance  for  a  change  for  the  better, 
or  that  the  drift  of  our  young  women  will  be 
other  than  toward  the  business  world.  The  wo¬ 
men’s  colleges,  seminaries  and  Universities,  if  they 
fulfill  their  mission,  must  offer  training  adequate 
for  the  responsibilities  of  life  as  most  women  ought 
to  meet  them  and  must  meet  them;  a  training 
which  shall  be  broad,  which  shall  supplement  and 
not  antagonize  established  principles,  which  shall 
send  women  to  their  work  cultivated  in  soul,  mind 
and  body,  and  prepared  to  make  life  brighter  and 
better  for  all  with  whom  they  come  in  contact. 


The  Response 
bility  of  Educa 
tional  Institu  = 
tions 


9 


COURSE  IN  DOMESTIC  ECONOMY 


FOR  ADMISSION 

The  following  are  the  requirements: 

1.  Arithmetic ,  Descriptive  and  Physical  Geography , 
English  Grammar ,  and  United  States  History. 

2.  English  —  (a)  Composition  and  Rhetoric.  Each  ap¬ 
plicant  will  be  tested  as  to  her  ability  to  write  clear  and 
correct  English.  The  test  will  be  the  writing  of  two 
essays  of  about  two  hundred  words  each. 

(b)  English  Classics  —  Minute  and  critical  study  of 
specified  texts,  in  class  during  at  least  one  year. 

3.  Algebra — Venable’s  Easy  Algebra,  complete. 

4.  Botany  —  Gray,  or  Kellerman’s  Botany  and  Flora. 

5.  Latin — Elementary,  and  four  books  of  Caesar  ;  or 
two  years  of  French  or  German. 

6.  Plain  Geometry  —  Venable,  Wentworth,  or  Wells. 

7.  Physics  —  Gage,  Cahart  and  Chute,  Avery,  or  Ap¬ 
pleton  . 

8.  Either  of  the  following: 

Civil  Government  —  Fiske  or  Thorpe  preferred. 

History  —  Myers’  General  History. 


FIRST  YEAR. 

REQUIRED. 


First  Term. 


'S  3 
Z  o 
oS 


Second  Term. 


-m  m 

rG  3 

£  o 

OS 


£  o 

Third  Term.  X 


Agr’lChem.  (1)  5.  Agr’l  Chem.  (8)  5.  Agr’l  Chem.  (9)  5 
Principles.  Organic.  Applications. 

Botany  (6)  5.  Botany  (7)  5.  Botany  (8)  5 

Physiological.  Physiological  Econom.  Bot’ny 

and  Econom.  Veg’ble  Pathof. 


Drawing  (1)  2.  Drawing  (1)  2.  Drawing  (1) 


Rhetoric  (5)  2^4  Rhetoric  (5)  2]/2  Rhetoric  (5)  2 y2 

Paragraph  Writ'g.  Theme  Writ’g.  Prose  Analysis. 


Zoology  (1)  3.  Zoology  (1)  3.  Zoology  (1)  3 

Invertebrate  Invertebrate  Invertebrate. 

Hygiene  and  Hygiene  and  Hygiene  and 

Phys.  Train.  Phys.  Train.  Phys.  Train. 


10 


SECOND  YEAR. 


REQUIRED. 


First  Term. 


'C  3  ^  S 

%  o  %  o 

oS  Second  Term.  oS  Third  Term. 


Agr’l  Chem.  (4)  5.  Agr’l  Chem.  (4)  5. 
Laboratory*  Laboratory* 


Physiology  (3)  3 

Chem.  Phy'gy* 


Dom.  Econ.  (1)  4.  Dom.  Econ.  (2)  4.  Dom.  Econ.  (3)  4 


Drawing 


2.  Drawing 


2.  Drawing  (15)  2 


Mechanical. 


Architectural.  House  Designing. 


fFrench  (1) 
Elementary  ! 
or  4. 

fGerman  (1) 
Elementary  J 


French  ^1) 
Elementary  I 
or  }■  4. 

German  (1) 
Elementary  J 


French  (1) 
Elementary 
or 

German  (1) 
Elementary 


Physiology  (l)  3. 

Hygiene  and 
PhysicT  Train. 


Physiology  (1)  3. 

Hygiene  and 
Physic’l  Train. 


Physiology  (1)  3 

Hygiene  and 
Physic’l  Train. 


THIRD  YEAR. 
required. 

Dom.  Econ.  (4)  4.  Dom.  Econ.  (5)  4.  Dom.  Econ.  (6)  4 


French  (2) 

'l  French  (2) 

)  French  (2) 

or 

[  4.  or 

>  4.  or 

[  4 

German  (4) 

J  German  (4) 

j  German  (2) 

J 

History  (5)  4.  History  (5)  f .  Economics  (2)  4 

U.  S.  Political.  U.  S.  Political.  Political  Econ. 


Education  (1)  4.  Economics  (2)  f.  Eng.  Liter.  (2)  4 

Political  Econ. 

Education  (1)  f. 

Eng.  Eiter.  (2)  f . 


Elective:  Two  hours  a  week,  through  the  j^ear. 


*Specific  laboratory  work  will  be  provided  for  students 
in  this  course,  where  necessary. 

fOne  language  through  the  year. 


11 


Credit 

Hours 


FOURTH  YEAR. 


REQUIRED. 


T. 


y  o 


m 

t- 


u 


in 


w  3 


First  Term.  Second  Term  'jS  Third  Term.j^ 


Dom.  Econ.  (7)  4.  Dom.  Econ.  (8)  4.  Dom.  Econ.  (9)  4 


Horticulture  (8)  2.  Horticulture  (9)  2.  Horticulture  (10)  2 
Elements  of  Commercial  Home 

Floriculture  Floriculture  Floriculture 

Physiol ogj1,  (6)  2. 


ELECTIVE 

Ten  hours  a  week  through  the  year  chosen  from  any 
of  the  courses  given  in  any  College  of  the  University 
upon  which  the  student  is  qualified  to  enter;  except  in 
the  College  of  Law. 

THESIS 

As  a  requisite  for  graduation,  each  candidate  must 
present  an  acceptable  thesis  embodying  the  results  of  a 
special  research.  The  subject  must  be  announced  to  the 
President  of  the  University  (dependent  upon  the  written 
approval  of  the  head  of  the  department  in  which  it  lies) 
not  later  than  the  beginning  of  the  second  term  of  the 
fourth  year.  The  completed  thesis  must  be  submitted  not 
later  than  the  second  Saturday  before  Commencement 
Day. 


12 


DOrtESTIC  ECONOHY 

Associate  Professor  Bowman 

Assistant  Professor  Souther 

DOMESTIC  SCIENCE 

(1) .  Food  Economics. 

The  evolution  of  society  as  effected  by  food  conditions.  The 
study  and  classification  of  food  principles.  The  prepara¬ 
tion  and  serving  of  typical  foods  of  certain  classes. 

One  lecture  and  three  laboratory  periods  a  week.  Four 
hours  credit.  First  term. 

(2) .  Continuation  of  Course  i. 

Comparative  nutritive  and  money  value  of  foods.  Prepara¬ 
tion  of  weekly  dieteries  for  an  average  family  (Cost  lim¬ 
ited  by  instructor.  U.  S.  Bulletin  standards  used).  Prepar¬ 
ation  and  serving  of  typical  foods  of  certain  classes. 

One  lecture  and  three  laboratory  periods  a  week.  Four 
hours  credit.  Second  term. 

(3) .  Emergency  Work  and  Home  Nursing. 

Study  of  dietetic  treatment  of  various  diseases. 

Invalid  Cookery. 

One  lecture  and  three  laboratory  periods  a  week.  Four 
hours  credit.  Third  term. 

(4) .  Preservation  of  Foods.  Four  weeks. 

Hygienic  Care  of  Clothing.  Laundry  work  (demonstration). 
Eight  weeks. 

One  lecture  and  three  laboratory  periods  a  week.  Four 
hours  credit.  First  term. 

(10).  Home  Economics. 

The  ordering  of  house  work  Keeping  of  household  ac¬ 
counts.  Home  sanitation  and  hygiene  considered. 

One  lecture  (illustrated  if  necessary)  a  week.  One  hour 
credit.  Third  term. 

DOMESTIC  ART 

(5) .  Primitive  and  Ancient  Industrial  Life. 

Its  effect  upon  the  artistic  and  industrial  e  volution  of  society 
Sewing  methods  considered.  Preparation  by  hat  d  of  a  ser¬ 
ies  of  models. 


13 


One  lecture  and  three  laboratory  periods  a  week.  Four 
hours  credit.  Second  term. 

(6) .  Textiles. 

Study  of  fibres  and  their  growth.  The  processes  of  manu¬ 
facture.  The  effect  on  industrial  activity. 

Draughting  and  cutting  of  wash  fabrics.  Machine  work  on 
same. 

One  lecture  and  three  laboratory  periods  a  week.  Four 
hours  credit.  Third  term. 

(7) .  Hygienic  and  Artistic  Dress. 

Consideration  of  line,  form  and  color.  Choice  and  treat¬ 
ment  of  textiles. 

Principles  of  dress  making  and  millinery.  Designing. 

One  lecture  and  three  laboratory  periods  a  week.  Four 
hours  credit.  First  term. 

8).  Art  Applied  to  Dress  and  to  Home  Decoration. 

Millinery,  Dress  Making  and  Art  Needlework. 

One  lecture  and  three  laboratory  periods  a  week.  Four 
hours  credit.  Second  term. 

(9).  History  of  Domestic  Art  and  Architecture. 

Woman’s  Tailoring.  House  Decoration. 

One  lecture  and  three  laboratory'  periods  a  week.  Four 
hours  credit.  Third  term. 

(11),  12),  (13).  The  same  work  as  under  (5),  (6),  except  that  it  is  ex¬ 
panded,  and  made  continuous  through  the  entire  year,  as  an 
elective  to  young  women  carrying  other  courses  in  this  or 
other  Colleges  of  this  University.  Credits  are  three  hours 
first  term,  three  hours  the  second  term,  and  two  hours  the 
third  term. 


14 


[From  The  Columbus  Dispatch.  Aug,  26.] 


“It  is  difficult  to  understand,”  said  President  Can- 
field,  “where  the  general  public  and  especially  the 
Columbus  public  has  gotten  hold  of  the  idea  that 
the  University  is  to  open  a  ‘cooking  school’  this 
fall— or  at  any  other  time.  Nothing  of  the  kind 
has  been  thought  of  by  the  University  authorities, 
nothing  of  the  kind  has  ever  appeared  in  any  of  the 
printed  matter  sent  out  by  the  University.  The 
misunderstanding  has  doubtless  arisen  from  the 
fact  that  last  year  the  University  opened  a  de¬ 
partment  of  Domestic  Economy,  and  outlined  a  four 
years’  course  under  this  head.  With  very  many 
people,  and  with  some  very  intelligent  people, 
there  is  still  the  thought  that  Domestic  Economy 
means  cooking,  and  nothing  else. 

“But  the  course  referred  to  is  one  of  the  most 
liberal  in  general  culture,  as  well  as  one  of  the 
most  important,  that  the  University  has  offered.  I 
look  to  see  it  become  one  of  the  most  popular 
courses  in  the  institution.  The  requirements  to  en¬ 
ter  are  practically  the  results  of  a  good  high  school 
training.  The  general  University  work  covers 
Chemistry,  Botany,  Horticulture,  Physiology, 
Floriculture,  Economic  Entomology  and  Hygiene 
and  Physical  Training — as  to  the  sciences.  There 
is  thorough  drill  in  Rhetoric,  in  French  or  German, 
in  English  literature,  in  Political  Economy  and  in 
History.  In  the  last  year,  two-thirds  of  the  work 
is  entirely  elective,  in  any  course  or  College  in  the 
University.  There  can  be  no  more  liberal  training 
than  this. 

“Running  through  this  course,  and  taking  a  lit¬ 
tle  less  than  one-third  of  the  time  of  the  student,  is 
the  work  in  Domestic  Economy.  This  offers  sound 
and  advanced  training,  with  University  methods, 
and  by  first-class  instructors,  in  Cookery;  includ- 

15 


Not  a  Cooking 
School 


Liberal 

Culture 


Practical 

Work 


An  Appeal 
Brains 


ing  utility  and  cost  of  fuels,  construction  of 
stoves,  comparative  nutritive  value  of  foods,  the 
chemistry  of  the  human  body,  the  effect  of  cook¬ 
ing  upon  the  digestibility  of  foods,  general  cook¬ 
ery  (with  constant  laboratory  practice),  ana  in¬ 
valid  cookery:  First  Aid  to  the  Injured  and  Gen¬ 
eral  Nursing:  Household  Economics— that  is,  the 
situation  of  a  house,  the  planning  and  construc¬ 
tion  of  a  house,  light,  heat,  ventilation,  water  sup¬ 
ply,  plumbing,  sewers,  disinfection,  the  ordering 
of  housework,  simple  domestic  accounts  and  howr 
to  keep  them,  and  laundry  work;  Sewing,  Dress¬ 
making  and  Millinery— the  production  and  manu¬ 
facture  of  materials,  the  choice  and  treatment  of 
materials;  and  the  study  of  line,  form,  color  and 
texture  as  applied  to  dressmaking  and  millinery; 
plain  sewing  and  art  needlework,  and  all  forms  of 
designing,  cutting,  drafting,  etc.,  in  dressmaking 
and  millinery,  writh  constant  laboratory  practice 
under  competent  instruction:  Art  in  the  house¬ 
hold—^ with  studies  and  practice  in  color  schemes, 
and  all  forms  of  decoration. 

“He  who  runs  may  easily  read  that  this  is  very 
far  from  a  ‘cooking  school’  in  every  respect.  There 
ought  to  be  very  few  young  women  in  the  Univer¬ 
sity  NOT  taking  this  course.  It  is  unique  in  its 
form  and  beyond  estimate  in  its  value.” 


[From  The  Congregationalist,  Sept.  30.] 

The  article  by  President  Canfield  in  this  depart¬ 
ment  is  likely  to  attract  wide  attention  on  account 
of  the  novelty  of  the  experiment  proposed,  which 
shatters  a  cherished  ideal  of  education  without  re¬ 
gard  to  sex.  Taken  in  conjunction  wfith  the  new 
school  for  both  mistress  and  maid  just  opened  by 
the  Woman’s  Educational  and  Industrial  Union  of 
Boston,  and  with  the  reconstruction  at  Lasell 

16 


Seminary,  referred  to  elsewhere,  the  article  indi¬ 
cates  how  strong  is  the  trend  toward  engaging  edu¬ 
cated  women  to  start  reforms  in  our  kitchens.  In 
this  connection  w’e  recommend  a  perusal  of  Helen 
Watterson  Moody’s  paper  in  Scribner’s  for  Aug¬ 
ust,  in  w’hich  she  makes  this  frank  confession: 
“I  would  gladly  have  exchanged  my  small  birth¬ 
right  of  Latin  and  Greek  for  the  ability  to  make 
one  single  respectable  mess  of  anything  half  so 
good  as  pottage.”  As  things  are  now,  it  is  useless 
to  try  and  dissuade  an  American  girl,  bitten  with 
a  desire  for  self-support,  from  entering  shop  or  fac¬ 
tory  instead  of  domestic  service.  But  if  her  col¬ 
lege-bred  sister  dignifies  the  calling,  she  may  be 
induced  to  change  her  views. 


[From  The  Columbus  Daily  Press,  Oct.  3.] 

The  magazine  reading  world  of  America,  and  of  Mrs.  Helen  W. 
England  for  that  matter,  has  been  talking  for  the  Moody 
past  sixty  days  of  the  unusually  brilliant  series  of 
articles  begun  in  Scribner’s  for  August  from  the 
pen  of  Mrs.  Helen  Watterson  Moody.  This  series 
is  entitled  “The  Unquiet  Sex,”  and  discusses  in  an 
epigrammatic  and  philosophical  way  the  present 
status  of  women  in  this  country.  The  first  num¬ 
ber  took  up  the  question  of  the  woman  at  college, 
and  immediately  attracted  widespread  attention. 

Miss  Perla  G.  Bowman,  Professor  of  Domestic 
Science  in  the  Ohio  State  University,  has  just  re¬ 
ceived  a  letter  from  Mrs.  Moody  speaking  in  warm 
terms  of  the  new  course  in  Domestic  Economy  at 
the  University.  It  will  be  read  with  interest  by  all 
friends  of  that  institution  and  of  the  education  of 
women. 

“ I  have  received  through  Messrs.  Charles  Scrib¬ 
ner’s  Sons,  your  paper  on  the  education  of  women, 
with  its  accompanying  course  in  Domestic  Economy 


17 


WHICH  IS  QUITE  THE  MOST  FASCINATING 

PLAN  OF  STUDY  I  EVER  SAW  LAID  OUT  FOR 

STU DENTS.  I  should  like  to  come  and  give  four 

# 

years  to  it  myself.  I  congratulate  President  Can- 
field  and  yourself  most  heartily  upon  the  estab¬ 
lishment  of  this  course.  It  is  the  real  need  of  col¬ 
lege  women,  as  those  of  us  who  came  of  an 
earlier  period  learned  to  know  in  the  sweat  of  our 
brows  and  the  sweat  of  our  brains  later  on.  Be¬ 
sides,  the  principle  of  the  thing  is  so  right!  GIRLS 
OUGHT  TO  BE  TRAINED  FOR  THEIR  WORK 
IN  LIFE ,  JUST  AS  MEN  ARE \  AND  FROM  A 
HIGHER  POINT  OF  VIEW  THAN  HAS  EVER 
BEEN  TAKEN  BEFORE.  The  pitiful  part  of  it 
all  is  that  those  who  would  do  it  have  to  plead 
for  the  right  to  provide  it,  and  to  justify  themselves 
for  offering  it,  as  you  have  done  here— in  your 
very  able  paper.  And  all  this  to  women  them¬ 
selves! 

“It  is  to  such  work  as  this  you  offer,  and  to  such 
educators  as  your  President  and  yourself,  that  the 
coming  generation  of  women  will  owe  such  a  debt 
of  gratitude  as  women  have  never  had  the  chance 
to  owe  before  to  anybody.  I  look  to  the  educa¬ 
tion  of  women  along  this  line  to  do  away  wuth 
nearly  all  of  the  errors  and  sex  antagonism  with 
which  the  minds  both  of  men  and  women  are 
mere  or  less  touched  today.  Nothing  will  cure  the 
morbid  craving  among  women  to  be  doing  men’s 
work  in  the  world  like  a  proper  appreciation  of  the 
dignity  and  value  and  intellectual  possibilities  of 
the  work  that  has  always  been  women’s.  And 
nothing  will  bring  them  to  a  proper  appreciation 
of  this  so  surely  and  so  quickly  as  a  course  of 
study  like  this  of  yours. 

“Pray  accept  my  congratulations  and  all  my 
good  wishes  for  the  success  of  your  work. 

“Very  sincerely  yours, 
Helen  Watterson  Moody.” 


18 


A  SUGGESTION 


Following-  is  a  suggested  outline  for  a  year's 
Club  work  along  the  lines  of  this  circular.  The  pro¬ 
gram  is  that  of  the  Olla  Podrida  Club,  of  Colum¬ 
bus,  for  the  year  1897-98: 

1 

Evolution  of  the  home 
Eocation,  plan  and  construction  of  the  home 

2 

Eight,  Heat  and  Ventilation 
Plumbing,  Sewerage,  Water  and  Ice  supply 

Bacteria 


3 

Social  afternoon 

4 

Furnishing  and  care  of  a  model  home 
The  problem  of  Domestic  service 

5 

Study  and  classification  of  food 
What  constitutes  a  good  menu 

6 

Great  markets  of  the  world. 

Marketing — Special  study  of  meats 

Nutritive  values  of  cheaper  food. 

* 

7 

Foods;  in  relation  to  age,  climate,  occupation,  health  and 

disease 

Ordering  of  Housework — Simple  household  accounts 

Small  economies 

8 

Personal  hygiene 
Hygienic  and  artistic  dress 

9 

Art  in  the  household 
Use  and  abuse  of  decoration 

10 

Annual  meeting 

11 

Recreations  and  social  duties  of  women 
Effect  of  Club  life  upon  the  home 


19 


The  Social  Settlement 
The  Kitchen  Garden 
Women  in  Charity  works 


13 

The  Child  in  the  home 

(a)  The  Responsibility  of  the  Mother 

(b)  The  Responsibility  of  the  Father 


14 

Interdependence  of  Nursery,  Kindergarten  and  School 
Psychological  Stud}'  of  Children 


15 

Emergency  Notes 
Home  nursing 


Books  for  Reference 


What-  Can  a  Woman  Do . Rayne 

Womankind .  C.  M.  Young 

Menus,  Meats,  Etc . Longman,  Green  &  Co. 

Food  and  Climate . Philip  Harvey 

Food . Church 

Household  Art . Mrs.  Candace  Wheeler 

Decoration  and  Furniture  of  Town  Houses . 

. Robert  Edir 

Domestic  Service . Lucy  Salmon 

Science  of  Nutrition . Atkinson 

Primitive  Culture  of  Woman . Mason 

Human  Body . Martin 

The  Easiest  Way . Helen  Campbell 

The  Home  Comfortable . Agnes  Ormsby 

Household  Economics . Campbell 

Diet  in  Relation  to  Age  and  Activity . Thomson 

Food  in  Health  and  Disease . Yeo 

Common  Sense  in  the  Household. ..  .Marion  Harland 

Heme  Topics . .Brown 

All  Around  the  House . Mrs.  H.  W.  Beecher 

Emergencies . Butler 

Childhood . Sully 

Woman’s  Rights  and  Duties . Wilson 

Notes  on  Nursing . Nightingale 


20 


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